Research Dissertation
Integration of media technology in ELT
Abstract
The research is based on the integration of media technology in ELT. People who are coming from abroad from non-English country face problems to communicate with native English speakers. The ELT aims to provide training to such people or students who want to speak English fluently. The outcome of ELT is to have a fair grip on English speaking. The research has been made on how media technology has paved the way of English learning. Various factors have come into concern regarding the integration of media technology in the English learning process. The audio-visual arrangements enable students to listen to English and experience how the English speaking needs to be. Bookish language cannot make a successful English speaker, as they can just clear the basics. It is the regular interaction with English speaking people, watching movies and English reality shows that leverages the efficiency of speaking in English. The teachers have also appreciated the use of media technology in leveraging the ELT process.
Table of Contents
Chapter 1 – Introduction 6
Overview 6
Research background 7
Research rationale 9
Research aim 10
Research objectives 10
Research questions 11
Dissertation structure 11
Chapter 2 – Literature review 13
Overview 13
Concepts of EFL and TEFL 14
Overview of ELT 15
Traditional methods of ELT 16
Application of media technology in EFL and TEFL 19
Rise of media artefacts used by students 21
Extended literature review pointing case studies 22
Literature gap 24
Summary 24
Chapter 3- Research Methodology: 25
Overview: 25
Research Purpose: 27
Research Philosophy: 28
Research Approach: 29
Research Design: 30
Research strategy: 31
Data collection methods: 32
Data analysis: 34
Sampling: 35
Reliability and Validity: 36
Accessibility issues: 37
Ethical consideration: 37
Research limitation: 38
Summary: 38
Chapter 4- Data analysis and findings: 40
Overview: 40
Primary data analysis: 40
Findings 44
Discussion 49
Summary 56
Chapter 5- Conclusion and Recommendations 57
Conclusion 57
Linking with objectives 58
Recommendations 60
Limitations of the research 61
Future scope 61
References 62
Appendix 1: Interview Questions 68
Chapter 1 – Introduction
Overview
Integration of media technology refers to combining the technical aspects of voice recording, videos, or even virtual reality video games for educational purposes (Angelova & Zhao, 2016). It helps universities to improve teaching and provides students with a new learning experience. ELT refers to English Language Teaching, which mainly consists of the industry or methods to teach English to non-native speakers of the language (İlter, 2015). The present research covers how the media integration these days will help improve the ELT experience with a close examination of a London ESOL School.
The purpose of the research project is to investigate to what extent the integration of media technology goes parallel with the teachers’ beliefs. The research has been developed considering the study of English as a foreign language (EFL) and Teaching English as a foreign language (TEFL) in the ESOL schools of London. The advantage of using the media technology integration for ELT is that it helps the learners gain an opportunity to have a conversation with native speakers, which raises learners’ awareness for presenting proper vocabulary to individuals (Coskun & Marlowe, 2015). However, the extent to which the practice of media technology has got generalized in ESOL schools is still found rare in the existing literature. Hence the study is advanced research on English literacy, where confirmation will be gained about the guarantee of the usage of media technology. The study about first language literacy had suggested that messaging utilizing texts helps improve students’ spelling and reading abilities. It is also seen that computer-mediated communication (CMC), which is a part of media technology integration of modern days, helps the language learners to communicate directly with native speakers by audio or by the conference.
Research background
Media technology consists of software, hardware, and tools for creating, composing, delivering, producing, and managing media by including video, audio, information, images, video games, interactive media, and virtual reality environments (Curdt-Christiansen & Weninger, 2015). ELT or English Language Teaching consists of the industry and activity of teaching English to non-native speakers. The integration of media technology had also started in 1950, where the smaller language schools started using movies, phonographs, and tape recorders to correctly learn the language (Branoff, 2015). In the 70s and 80s, the video and audio courses were improved by adding video projector use and slide shows.
The background of the research also shows that the integration of media technology helps improve the process of ELT. Non-native speakers can learn grammar and vocabulary from a book, but there is no way to learn about the correct pronunciation of particular words (Fauzi & Damayanti, 2017). It often becomes impossible for non-native speakers to learn pronunciation without interaction with native speakers. However, by integrating media technology like showing them movies, or even by making them be a part of interactive video games or virtual reality games, they can learn the exact way of English speaking very fast.
During the previous days, technology permeated several households throughout the world, and its influence had become commonplace in everyone’s life, which consists of teaching the English language (Gass & Mackey, 2015). The study aims at finding out the impact of media technology integration within the ELT classroom. Also, it helps in analysing statistically how it assists students in developing four linguistic skills called reading, writing, speaking, and listening. It has also been seen that media technology integration began in the year 1950s when language schools had begun using phonographs, tape recorders, and movies for teaching the English language.
During the 70s and 80s, the video and audio courses have been improved by adding the use of video projectors along with slide shows. Also, during the late 80s and 90s, language laboratories were considered one of the most expensive schools for studying languages in the world (Gruba & Hinkelman, 2016). However, it has also been found by the middle of the 90s that the language programs based on multimedia are available for everyone on the internet. In the present era, to teach the English language, media technologies like pictures, videos, interactive games, and animation are used for teaching (HAFIFAH & SULISTYO, 2020). It has also been found that the use of the internet, DVDs and CDs, chat rooms, and video conferencing by Apple’s iPad have reduced the distance between people and made everyone work as a global community.
It is also seen that the popularity of the English language has expanded to a considerable extent that the teachers of English are thinking the need to change the language learning methods for students (Fauzi & Damayanti, 2017). Teaching traditionally does not make the students learn the correct way of pronouncing words, and it is not even damaging to the students correctly. The multimedia technology has allowed students to learn the language with the inclusion of fun, where computer technologies are used for the interaction, which improves the pronunciation and speaking skills of students who are doing ELT.
Research rationale
ELT or English Language Teaching is teaching English to non-native speakers of the language (Fauzi & Damayanti, 2017). The research rationale is finding out how the integration of media technology helps in developing the ELT and how it benefits the teaching of the English language. It also discusses different kinds of media technology from both ancient to modern. The previous kinds of media technology were video and audio and the movies where people could listen to the pronunciation of the English language.
It also includes the modern technology that helped learn the English language, which consists of video games and virtual reality games in the context. It has been found that video games or virtual reality help an individual to become a part of a particular situation and improve the language even much faster due to the interactive session (Gass & Mackey, 2015). It has also been found that ELT will improve drastically by integrating media technology within the education system where the individuals are allowed to listen to audio or a video rather than studying a book for answering questions will be helpful for students to learn a subject quickly.
The rationale of this research is also finding out how the students who have used more internets in the present generation have procured higher grades and scores in their examinations. The research activities have stated that the present media technology integration utilizing the internet and social media has changed the interaction between teachers and learners because the interaction of teachers is limited, and the students make more conversation of online classes (Gruba & Hinkelman, 2016). The research rationale is also changing the roles of teachers and students, which makes the learning process student-centred because media technology integration helps hearing and vision as two senses that are provided to the students for presenting more opportunities to the learning of linguistic inputs.
It has also been found that learning is mainly essential for the English language educators that the effective practices of technology and teaching are made more effective by the process (Angelova & Zhao, 2016). Many students perform the task in diverse ways with the help of a computer, and it broadens the repertoire of cognitive, meta-cognitive, and learning processes effectively. The research is mainly performed because the modern generation mainly involves earning with the help of technology rather than learning about different types of technologies.
The discussion of the research is also related to the use of hypermedia integration within the context of ELT, like the World Wide Web and multimedia becomes a beautiful tool of language learning (Fauzi & Damayanti, 2017). The main advantage of hypermedia for language learning is that it provides students with a better learning environment, such as listening, combined with observation.
Research aim
This research aims to evaluate to what extent media technology is being used in educating ELT students of London ESOL schools. The student’s creation of their own media artifacts and the extent to which they apply those in ELT will also be identified through this research project.
Research objectives
The objectives are: –
To identify the present status of media technology application in a London ESOL school.
To determine the different media tools and technologies used by ELT teachers.
To evaluate whether international students do benefit from the usage of media technology in EFL training.
To analyse the benefit of the teachers in TEFL by using media techniques
To identify the media artifacts used by students during their EFL course
Research questions
The questions are: –
Is media technology used sufficiently in the ELT training in London ESOL schools?
What are media tools used in ELT training?
What is the impact of using media tools and technologies in TEFL?
How far have the students accepted the usage of media technology as a part of their English Education?
What is the use of media artifacts applied by students in the EFL training course?
Dissertation structure
The dissertation structure is as follows: –
Chapter 1 – Introduction: The chapter will discuss the research background, rationale, aim, objectives, and questions.
Chapter 2 – Literature review: The chapter will discuss the overview, the traditional methods of ELT, the meaning of media technology and its integration, and how media technology is done for ELT.
Chapter 3 – Research methodology: The chapter discusses philosophy, design, approach, and strategy. It discusses data collection and analysis, ethical consideration, and validity.
Chapter 4 – Findings and analysis: The chapter discusses findings from the research, analyses the findings, and produces the discussion.
Chapter 5 – Conclusion: The chapter infers the conclusion, links the inference with objectives, and gives recommendations and the future scope of research.
Chapter 2 – Literature review
Overview
In most of non-English speaking countries, English is taught as a second or a third language in the school or university curriculum (Kaya, 2015). According to Angelova & Zhao (2016), due to the development and spreading of English throughout the world, it has become a medium of communication for people of different languages and cultures. Baker (2015) says, in the present times, it is also seen that English is a medium of instruction in several schools of non-English speaking countries. However, it is seen that due to the lack of exposure to the native speakers, the exact way of sentence construction and teaching the correct pronunciation often becomes a problem.
Therefore, it has been found that with the growth of interest for people who want to learn English, there are several teaching methods, which help in experimenting with the effectiveness of teaching the English language (Susilo, 2019). Branoff (2015) connoted that technology like TV and tape recorders, including movies, was used for language development in previous days. The media integration of these technologies is traditional technologies in ELT. However, Curdt-Christiansen & Weninger (2015) mention that modern technologies have helped students grasp the language much faster, which constitutes playing video games and interactive virtual reality sessions. Also, the video conferencing system has made it possible for non-native speakers to communicate with native speakers much faster. The section presents established literature insights upon media artifacts, tools, and technology and their usage in EFL training.
Concepts of EFL and TEFL
EFL stands for English as a foreign language that helps non-natives learn English speaking sitting at home with the help of media artifacts (Newton, 2020). People face problems in non-native countries to communicate with their people because of variance in English speaking, which puts a hurdle before the non-native person to find a job as a teaching job in a non-native country where English is the mainstream of communication. To solve this hurdle faced by non-native job seekers, EFL acts as an essential learning tool. Foreign English language learners are made to learn the English language concept with the different teaching approaches, which are structural, cognitive, psychological, and communicative (Richards, 2014). The structural approach reduces the language into the learnable sets of building blocks, enabling the learner to get the grammar and syntax rule by heart. So those learners can get efficiency in foreign English with accuracy, and the tools and rules to be utilized are predetermined. The cognitive approach helps learners to use different strategies, techniques, and sequences of lessons to make English-related things memorable for a long time (Long, 2014). While Psychological approach is used according to the need, support, and stress levels of learners so that learners can develop the learning skill overcoming the psychological hurdles. The communicative approach focuses more on communication than on grammar rules, and it uses different activity-based learning sessions to get learners of the English language understood and commanded (Andon, 2014).
TEFL means Teaching English as a foreign language, which is a qualification required by experienced and non-experienced teachers for teaching English in non-native countries. TEFL is a globally accepted English learning certified program with the help of which non-native English learners learn the different aspects of the English language abroad (Abdallah, 2019). Foreign English Language is taught and the command over English word pronunciation, teaching skills, and class management tools. It is taught to non-native users with the help of interactive media technology in their country only.
Overview of ELT
ELT stands for English Language Teaching, which is an activity to teach English to non-English speakers. Following Ambele & Boonsuk (2020), ELT classrooms are for those who prefer English as their second language and want to excel in English speaking and writing skills. However, they require intense training to have proficiency in rhetorical knowledge and practical skills. On the contrary, Galloway (2017) ELT is a significant part of linguistic teaching facilities. It is mainly because English transcends every geographical, cultural, and industrial barrier. A non-English speaker may face issues if they want to study abroad or seek jobs internationally. ELT secures the opportunity so that the leaners can be an expert in English and take hold of every opportunity in terms of higher studies and jobs come on the way.
English is often spoken and written for communication when neither of them is a native speaker. As per Pennycook (2017), English is a ‘common tongue’ for people who are not native speakers, thus opening a vast opportunity for learners to have more knowledge of different cultures. On the contrary, Ambele & Boonsuk (2020) refer that ELT plays a vital role in engrossing students’ attention, specifically when English is linked with Class Room Teaching (CRT). The author adds that English is used for communication and also as a medium of teaching, which is where the significance of ELT underlies. The importance of the English language can be seen in the case of strengthening relationships between countries. Hence, English connects each nation to others to carry out harmonious relationships, and learning English can make the learners become able to such an opportunity to lead a prosperous life in the future.
Teachers in ELT classes focus on various skills associated with the English language to master the language ideally. Following Archana & Rani (2017), students learn to have four skills such as verbal communication, listening, interpretation, and inscription skills. Having these skills is the proper way to have proper communication skills in a specific language. Murray & Christison (2019) say ELT is essential to ensure students can gain similar skills in the English language and become able to learn any subject from various universities across the world. However, to become successful in each profession, people must understand native English speakers and communicate with fluent teachers of the ELT classes to ensure that students are interested in learning the language. In order to do that, teachers think from the learners’ perspective by themselves in the position of learners.
Traditional methods of ELT
Due to the spread and development of the English language, it is considered a crucial means of communication among people of different cultures and languages. Following Ambele & Boonsuk (2020), English language teaching is developed over time as teachers asked for better teaching methods as the number of English learners is increasing day by day. The traditional methods for English learning are broadly used in many educational institutions as the importance of those methods is still prevalent. It can be said that the majority of educators have been teaching English using traditional media. In this scenario, it is to mention that this research paper does not intend to establish that the transitional manners of ELT do not being opportunity or damaging for the students. Students can acquire a pool of opportunities by learning English, which is different from learners who want to learn English for fun. Those learners have to stride into the world of media technology to keep pace with English language teaching and gain more confidence.
The traditional language teaching methods are not interactive. Following Pennycook (2017), the teaching process is a continuous process associated with asking questions and solving them. In terms of the traditional method of teaching, teachers are the centre in every aspect. It suggests that the learning process is based on class knowledge which is why there is a significant emphasis on the role of teachers. Jefferson & Anderson (2017) supports the argument as it focuses on one of the enormous disadvantages, restraining the personality and creativity of students. It suggests the learners are in a passive position under this method of teaching. The following limitations of traditional learning signify the importance of media technology in education.
The traditional teaching process is one way. The teachers have the chief role, and the process of teaching mainly focuses on system and completion and leaves a little thinking space for students. In traditional teaching, students are passive, and teachers cannot understand every learner in class, having a different point of view and interests. In simpler words, students play the role of listeners when the teacher is at the centre. Hence, the knowledge is limited, learning is passive, and the resource is scared while information is well-formed but departed from reality. The effectiveness of learning strategy teaching becomes restricted due to the learner’s bad primary experience and a lack of objective experience. In traditional English language teaching classes, students cannot perform or learn quickly and gain knowledge due to restrictions on initiative and enthusiasm.
Here are examples of traditional language teaching methods used in the last half-century, and few are still being used in many countries. Such as the direct method, grammar-translation, the structural approach, audio-lingual, total physique response (TPR), communicative language teaching (CLT), task-based language learning, the natural approach, immersion, community language learning, and many more. As per the direct method of ELT, teachers educate learners entirely in the English language. Learners are prohibited from using their mother tongue. Educators mainly focus on better pronunciation instead of grammar rules. Whereas, in the grammar-translation method, students primarily learn through translation to and from the target language. Students are required to memorize grammar rules and learn as much vocabulary as they can. In this method, either there is little or no focus given to developing students’ verbal ability.
Audio-lingual focuses on habits. The underlying theoretical approach of this method is learning a language by acquiring habits. Hence, learners learn dialogues used by native English speakers in various situations. Before learners see the written form or the alphabets, the language is heard and engulfed in mind. On the other hand, the TPR method uses simple commands such as close the book, stand up, and learners are required to respond to that. This method focuses primarily on aural comprehension, so it lacks written skills and interpretive skills and leaves little scope for thinking and learning.
CMT method is still prevalent as it helps learners communicate appropriately and effectively in their preferred situation of learning (Awang Puteh et al., 2019). The situations can be complaining, inviting, suggesting, and many more. In the case of task-based language training is also highly used by the tutors of the English language. The teachers focus on completing the tasks, which can be of great interest to the learners. Learners can use the language they already know to complete the tasks. The tasks may include reading, listening to audio lectures, searching the internet to discuss with other students.
The natural approach of language learning emphasis the similarities between first and second language. The method does not provide any scope for learners to correct any mistakes. Students are opened to language which is made understandable to them. The immersion method is used when refugee learners learn English from English-speaking countries. Whereas, community language learning method focuses on developing a solid relationship between a teacher and a student. It provides a smooth learning process where a student can learn without hesitation. Students can use their mother tongue, and teachers use the same language, and they translate that to students for reputation.
Other frequently used ELT traditional methods are the lexical syllabus and suggestopedia. The lexical syllabus method is a computer-based technology that finds out the most common words in English and how they can be used in various ways. Based on the frequency, the syllabus is used to teach the words to the students in an elaborate manner and teachers’ emphasis on using authentic materials. Whereas the traditional method, namely suggestopedia, is based on the idea that learners can learn the English language only when they are receptive and do not possess any mental blocks. Teachers encourage students to learn the language without being feared or pressured. Henceforth, the traditional methods lack four skills to adopting a new language such as listening, speaking, reading, and writing.
Application of media technology in EFL and TEFL
EFL is a unique and advanced version of learning technology to learn English as a foreign language which helps non-native English learners to get the command over English speaking as per abroad communication level (Herrarte, 2015). EFL is basically for those learners who want to teach abroad and the learners who belong to that country where English is a secondary or tertiary language to be used in the curriculum (Naeini, 2016). Multimedia technology like Kindle, multimedia AI apps, and sites like Upgrade, Whitehat Jr has gone way ahead to make English learning flexible and accessible as per learners’ skill set and affordability. YouTube and AI-powered devices introduce the usage of English words with a visual and audio example so that the learner can understand the language by listening and watching both. Multimedia apps even perform the learning process in the reverse format and the help of animation in which the way tongue’s usage is visually shown. EFL has come forward with interactive media technology, enabling non-native learners to get expertise over foreign language by watching, listening, live-interacting, and reading the English words sitting at their home only. Google, Alexa, foreign language-based multimedia apps, and other artificial intelligence-based technology have enabled foreign language learners to see and listen to how the pronunciation of a particular word is being pronounced. It also enables non-native learners to understand and pronounce foreign language words by participating in both interactive multimedia games and virtual reality games. Interactive media technology like virtual reality games and interactive multimedia apps like English word pronunciation apps have brought a revolution in foreign English language learning. The extra benefit of interactive media technology used in EFL learning is that it helps to interact with other non-native learners sitting at their homer only.
TEFL is a universally accepted and globally accredited foreign English language learning program that helps non-native learners command English language speaking and class management skills and psychological interpretation (Zhang, 2014). TEFL certification helps the learners to understand every aspect of teaching and foreign English language both with the help of interactive media technology and live sessions. TEFL enables learners to understand the grammar and pronunciation of English words with the help of visual and audible multimedia tools. It helps non-native learners get the command over five language learning elements: reading, writing, listening, pronunciation, and speaking. TEFL simplifies the complex word’s pronunciation for learners to get every aspect of foreign English language. During the TEFL program, multimedia technologies show and illustrate every stage of English language learning, which is difficult to understand (Abdallah, 2015). For example, intelligent TC and smart blackboard show how the meaning of a particular sentence is changed by changing a particular word or letter. The meaning of written words can be expressed by the visual motion pictures and video on smart TV and intelligent blackboard. Multimedia artifacts make learners engaged and attentive while teaching, and the displayed part is also automatically saved to share with learners for self-practice. The critical point of the TEFL program is that it allows the non-native learners to identify the need and hurdles of students while teaching in the class so that the foreign English language teacher can apply the appropriate interactive and non-interactive media technology to make the students understood.
Rise of media artifacts used by students
Media artifacts are multimedia devices used as an object of study and convey the message to others without moving from one place to another (Anon., n.d.). The devices which fall under media artifacts are photographs, film cameras, phonograph records, cell phones, laptops, desktop computers, Ipads, television programs, web-based platforms, computer games, and artificial intelligence-based technology like Alexa, Siri, and other technologies. After 1950, the revolution of learning the English language as a foreign language was started. Only the books, newspapers, and landlines were available as media of communication to foreign English language and other subjects. In the ’80s and ’90s, the computer was invented, which proved a milestone in media artifacts as a learning tool that enabled learners to understand and correct the learning stages effectively and efficiently. Later Google changed the world of learning by breaking the physical boundary of the country. Students having computers started to learn from teachers available worldwide, which enables learners to learn, understand and command all those skills required for career growth. However, still, this was limited to those only who have the affordability to purchase a computer. After the year 2000, the global learning platform was changed due to the invention of cheap android mobile, laptops, Ipads and film cameras, which enabled all types of learners to get connected worldwide without concern about the cost involved. Now, there are so many artificial intelligence-based devices that can express the solution asked by voice only. Besides this, television programs, web-based platforms like YouTube, Netflix, and other social platforms have enabled us to learn the concerned subject by connecting all around the world sitting at home only. It means that media artifacts have enabled learners to understand and master every skill sitting at home only.
Extended literature review pointing case studies
Multimedia technology has been used by teachers to enhance their teaching beyond traditional text-based learning and engage with practical ways of learning. After the year 2000, technology has contributed a lot to make the teaching and learning process flexible and graspable for every (Allen, 2020). The different technology and approaches mentioned in EFL and TEFL are being followed by esteem institutions and are mentioned as bellow-
Customized Learning Experience
In traditional times, the teaching methodology was the same for every type of candidate, whether the learner is weak or strong in learning ability. Modern technology has allowed institutions to use the teaching methodology as per the need, preference, and availability of learners. Multimedia technology like VIP Kid multimedia apps enables learners while doing the practical on the go. For example, a learner can use the app while doing the practice right away.
Cloud Computing
Cloud computing technology has unleashed the burden of carrying documents and articles all along for the informational purpose. With the help of cloud computing, any documents regarding the knowledge and tutorials can be uploaded and fetched on the go without any loss. It enables the learners to learn books anywhere and any place, whether in class or o0utskirt area.
Speech to Text Options
Alexa, Siri, and many multimedia devices have come forward with a voice-to-text option that enables the learner to find anything related to the knowledge. It enables to find the raised doubt while speaking in a moment with visual and audio format both.
Virtual Experience
Virtual Reality and augmented reality have contributed a way ahead for getting the imaginary concept in virtual and audio format together. For example, if a person wants to learn the galaxy’s walking style, it can be learned by using VR headwear without moving a single leg. Hence Virtual technology has enabled the learners to learn that concept which is unable to visualize without the help of technology.
3D Printing
3D printing, known as prototyping, allows the learners to learn with more a tangible and physical experience. For example, if a person cannot understand or depict a concept that is imaginary in expression, then that is possible to visualize and express with the help of 3D printing. In other words, 3D printing gives an ability to shape the imagination imagined to express the concept.
Learning Analytics
Learning analytics has been proved and unique and innovative for the learners to understand the data and its outcomes along with forecasting accuracy and efficacy. For example, if a learner wants to understand the demand of curriculum in upcoming days to pursue the course. Here analytics tools like R & python have enabled the learners to find out the expected result with the accuracy, efficacy, and foresting details.
Literature gap
The gap in the literature review is that no statistical data or information is used in the research, and the general secondary information is just the theoretical information that is procured from different sources. It has also been found that some of the information, like the usefulness of media technology, is repeated in several paragraphs just to establish the link with the previous paragraph, which does not provide the reader with any new information, but only establishes the link.
Summary
Teachers of ELT are embracing the integration of media technology to increase the inclusiveness of English language learners. Although there are advantages of traditional methods of ELT, the increasing number of English learners requires more advanced methods of learning so that they can be efficient in interpreting native English language and communicate with the speakers fluently. Using games of learning or web-based projects, explorations, Google docs, social media are used as tools to increase the creativity among the students and help them have a complete understanding of the English language quickly.
Chapter 3- Research Methodology:
Overview:
The research methodology allows a study to move in a particular direction by gathering the required data and analyse it afterward. The methodology consists of various techniques and tools required for conducting a study in the given time. The following research is concerned about the integration of media technology in English Language Teaching. It is essential to consider specific study methods to complete the study effectively. The research methodology comprises research philosophy, research approach, research design, research strategy, data collection methods, and analysis. In addition to that, the methodology also comprises a sampling technique that is used to collect data.
Research methodology begins with outlining the purpose of the study. The primary purpose of the research includes meeting the objectives of the study. This chapter will discuss proper research philosophy, research approach, research design, and research strategy. In addition to that, a proper justification for the selection of each method will be provided. The researcher can face several issues that disturb the flow of the study. Hence, the accessibility issues of the study will be presented, followed by ethical considerations that have been maintained throughout the research. Accessibility issues include the challenges faced by research in acquiring the necessary resources on various data from the field: it could be difficulties in communicating to study participants and vice versa, inability to access some locations due to poor transport and communication systems, or due to disabilities such as impaired vision, smell, and hearing. All these will be highlighted in the study. This research will use the research onion in the paradigm of the study.
Figure 1: Research Onion Source: (Sahay, 2016)
Saunders, Lewis, and Thornhill founded the research onion model above in a literary work published in a book called Research Methods for Business Students. The model affords researchers different types of stages, which are very critical for any given study. The above model illustrates various components involved in this study to develop a final research design. They are six main layers in the research model above. This includes philosophy which highlights the worldview paradigm from which the research is conducted. There are four philosophies involved and they are called realism, positivism, interpretivism, and pragmatism.
The second layer is the include the various approach that can be used in a study. Students doing research can either use inductive or deductive research reports or a combination of the two. The third layer of the research above includes the various research strategies used by the researchers. They include experiment, survey, case study, action research, grounded theory, ethnography, and archival research. The research strategy to be used will depend on the type of data required for a given study. Again, under this category, the researchers should also consider the purpose of the study while choosing the type of strategy to be used.
The fourth layer of the research onion includes the various methods used in a study. The three methods that the researchers can use include mono, mixed, and multi-method methods. The fifth layers include the time horizons. They refer to the time frame of particular research or study. There are two types of time horizons, namely longitudinal and cross-sectional time horizons. The last layers are involving the data collection and analysis. In this particular spectrum, the procedures and techniques used in research are discussed. The student can, in this section, choose between primary or secondary data. At the same time, the researcher will have to explore between qualitative or quantitative data or use a combination of both. This study incorporated the various spectrum of the research onion or research models as explained below:
Research Purpose:
In the initial stage of the study, it is fundamental for the researcher to decide its purpose. The primary purpose of any study is to accomplish the outlined objectives of the research. By undertaking the purpose of the study, the researcher has been able to conduct the study systematically, a significant advantage of identifying the research purpose. However, determining the study purpose has allowed the researcher to present the study in an enhanced format. Objectives of the study showcase utmost authenticity rather than reflecting any personal intellects. In order to analyse how media integration improves ELT, a set of objectives has been outlined by the researcher at the beginning of the study as follows:
To identify the present status of media technology application in London ESOL schools.
To identify the different media tools and technologies used by ELT teachers
To evaluate whether the international students do benefit from the usage of media technology in EFL training
To analyse the benefit of the teachers in TEFL by using media techniques
To identify the media artifacts used by students during their EFL course
Research Philosophy:
Following the research onion or model explained above, research philosophy includes pragmatism, positivism, realism, and interpretivism (Sahay, 2016). The study of media integration in ELT classes has been accomplished by considering interpretivism philosophy (Sahay, 2016). The philosophy involves the interpretation of study elements. Hence the philosophy integrates human interest into research. As per interpretivism, reality can be accessed only through social constructions such as shared meanings, language, consciousness, and so forth. The philosophy mainly focuses on qualitative analysis rather than quantitative analysis.
As per the interpretivism philosophy, the researcher must appreciate the differences between people. Interpretivism studies focus on meaning and may consider multiple methods for referring to different aspects of the issue. The selection of interpretivism philosophy to conduct the following research is justified as the study requires in-depth research. The primary data associated with conducting the study may be associated with a greater level of validity as the data in such research tend to be authentic and trustworthy (Silverman, 2019). However, the philosophy has drawbacks that are mainly associated with the subjective nature of the approach, thus leaving a massive room for bias on behalf of the researcher.
Research Approach:
The relevance of hypotheses to the research determines the research approach. The approach underlies the data collection and analysis process in research. As per the research model illustrated above, two distinct research approaches are inductive and deductive (Sahay, 2016). The study on the importance of media integration in ELT has been accomplished by considering the inductive approach. The inductive approach of a researcher is also known as inductive reasoning, begins with observations, and theories are generated at the end of the study due to observations. The approach requires patterns from observation and theories from the development of explanations. The choice of the approach for the study is appropriate as there are no hypotheses at the beginning of the following study, and the researcher altered the study direction freely after commencing the research processes.
As per the approach, the inductive study focuses on generating meanings from the collected database to build a theory. However, it does not restrict a researcher from using existing theory to design research questions to explore later (Woiceshyn & Daellenbach, 2018). To be precise, the inductive approach of a researcher is based on learning from experience. The researcher undertakes regularities, patterns in experience to reach the conclusions. Consideration of the approach by the researcher identified that it is mainly linked with qualitative methods of data collection and analysis. Henceforth, the researcher has followed the methodologies suggested by the patterns identified in the research approach.
Research Design:
Following many researchers, research design refers to the choice between qualitative and quantitative research methods. On the contrary, many say design is the selection of specific methods of data collection and analysis. In order to accomplish the following research, the researcher has chosen the experimental design. As the name of the approach refers, it mainly focuses on exploring outlined research questions (Merriam & Tisdell, 2015). However, the design does not aim to offer conclusive solutions to existing problems. The design is mainly taken into account when the problem of the study is not clearly defined. It is precisely why the researcher has selected this design to complete the study on integrating technological advancements to improve teaching or learning English. By adopting the design to accomplish the following study, the researcher has become able to evaluate the underlying layers of the study. Mainly, it offers appropriate initial research that forms the base of a more conclusive study.
Choosing the design has enabled the researcher to determine sampling, data collection methods. Other researchers have not appropriately evaluated the research topic; thus, it is a new phenomenon that needs to be studied to finalize how English should be taught. The consideration of the research design is justified in this scenario as it specializes in tackling new problems on very little or no former study has been conducted. Due to the selection of design, the research has the flexibility and adaptability to change, which is crucial in providing the base that leads to future studies. However, the significant advantage of the design as it can save time and financial resources by determining if the research is worth pursuing even in its earliest stages. However, the design has its drawbacks. The data of such a study is generally subject to bias as it mainly generates qualitative information. It also takes into account a lower number of samples that may not adequately represent the target population.
Research strategy:
Research strategy can be termed an activity essential to be considered to complete research work in a given time frame. It is indispensable to safeguard the availability of all the required resources to construct an appropriate research strategy. Furthermore, it is also necessary to make sure whether the approach towards the research is suitable, which will be compulsory in the course of the study. The research strategy is interlinked with the philosophy, approach, design of the study (Flick, 2015). Based on the selection of methods mentioned above, proper strategies for data collection, data analysis, and sampling have been curved out. In order to accomplish the research, the researcher has considered implementing grounded theory as a strategy. The reason for selecting the strategy is that the philosophy, approach, design of the study has been linked to grounded theory.
It is a qualitative research strategy with a set of systematic inductive methods that aim toward theory development. The strategical method of grounded theory aims at constructing middle-range theories from the data analysis directly. Middle-range theories involve the theories that refer to groups, social mobility, normalization, the spectrum of conflict, and modelling of social norms. The theories have played a vital role in shaping sociology with the consideration of expanding empirically-centred discipline. The primary logic behind considering the strategy may showcase the outcome of the inductive theoretical thrust (Glaser & Strauss, 2017). The strategy allows a researcher to design-focused, abstract and conceptual theories that explain the empirical phenomena of research. The following study needed a closer observation of the patterns to understand how media integration is better than a general way of learning English. Thus, the grounded theory strategy is chosen by the researcher. The strategy facilitated explicit yet sequential guidelines for conducting qualitative research. Not only has that, but the strategy itself also provided various methods to handle analytic phases of inquiry. The study has explored the research questions as the strategy helped streamline and integrate data collection and analysis. Moreover, the strategy is necessary for the conceptual analysis of qualitative data.
Data collection methods:
Data regarding the integration of media technologies in English learning is collected using the primary data collection method. The interview has been organized with five teachers in the ELT department of the Alpha Business School to know their perspective regarding the efficiency of the media technologies in non-native teaching speakers. The teachers interviewed for this study include three male teachers and two female English teachers in the Alpha Business School. The teachers were picked based on various factors, i.e., teachers fond of using or incorporating modern technologies in their teaching were given higher priority to be participants in the study.
There were several forms of interview options that were afforded to the teachers. The teachers were interviewed through emails, Skype, and Zoom digital platforms. This is because the researcher wanted to ensure that he and the respondents were safe from the spread of the novel coronavirus during the interviews. The correspondent who opted for one-on-one interviews was advised to follow the measures to halt the pandemic spread strictly. This kind of interview was carried out inside the compound of the Alpha Business School. Interview questions were formed for interviews, and similar questions were used for all the types of interviews used in the study. The interview questions are found in the appendix of this paper. The teachers who decided to submit the interview response through email were allowed to give back their responses in three weeks. The responses were edited for grammatical errors to ensure that the interpreters acquired the true meaning of the participant’s responses. The time frame of the data collection was nine weeks.
Primary research is a process where information is collected from actual instances such as one-to-one conversation, organizing surveys, and other action researches (Bell et al., 2018). The primary data collection method is well appreciated as it adds extra to the already published resources. Here, in the investigation of media technologies, the primary data collection process is used as it is required to investigate whether the media technologies talked about in the electronic sources are re-utilized in real-time learning platforms or not.
With the help of primary research, data has been collected from English Language Teaching (ELT) teachers in the Alpha Business School. Their responses have made it clear that the use of media technologies has increased the efficiency of learning. Some studies have indicated that the use of advanced technologies has helped to increase the efficiency of learning. I have witnessed the same spectrum whereby being in a position to use the advanced technology to its advantage has allowed the teachers and various learning institutions to keep students engaged and make the paradigm of learning in a funnier environment. Thus, it should be considered that schools combined with the discourse of technology will make the stakeholders achieve practical learning objectives.
So, an ultimate connection between the real-time happening and the already published records has been established through this research. The primary data collection process (Ghauri et al., 2020) has led to understanding vivid media items like video conferencing, playing games, and texting that have increased the chances of interaction with native speakers. The interview with teachers has revealed how they have seen the transformation of students due to these media technologies who came with minimum English knowledge.
Data analysis:
Interview responses often remain unstructured, thereby requires an accurate description for better understanding. In the following research, descriptive analysis (Greenfield & Greener, 2016) has been used to sort the responses given by ELT teachers and segregate them to find a relationship with the core research criteria. Teachers have talked about various aspects of media technologies combining both modern media and traditional media. They have also talked about how modern media has regulated two-sided communication and increased learning efficiency. With the help of the descriptive analysis method, it became possible to describe teachers’ responses, which are found in an unstructured way, sort them and relate to the central question of the research.
The facts highlighted by ELT teachers about media technologies, such as getting practical with native English speakers and being comfortable interacting with them, have been sorted, and the objective of finding out the ways of media integration has been satisfied. So, the use of the descriptive analysis method (Greenfield & Greener, 2016) has enabled the perfect interpretation of teachers’ responses regarding media technologies to satisfy each of the objectives of the research. For example, to get an overall concept of media technology, the idea from all of the five teachers are accumulated at a place and evaluated. So, in this way, a comparison between already known concepts of media technologies applicable in English learning and what teachers think of that has been established. A similar process of interpretation has been followed for other objectives, such as evaluating ways for integrating media technology with ELT. A direct relationship between responses and research criteria is found as the responses are gained from ELT teachers only.
Sampling:
The importance of sampling lies in segregating an entire population into a small group. Sampling eases the process of collecting data, as only a tiny section of the whole research population is considered for analysis (Quinlan et al., 2019). In the present case, there lies a massive section of teachers who have been teaching the English language to non-native speakers for years. In the 21st century, English language teaching has become much important in schools and colleges as UNESCO recommends it. So, a considerable portion of teachers is engaged in this ELT process. The sampling has enabled a small section of teachers and thus eliminated the risk of interviewing all of the ELT teachers, as it would have resulted in utter confusion and an unstructured report format. Random sampling has been used to select a sample of five teachers to run the interview process. Random sampling is the process where every individual of a research population does have an equal chance of getting selected in the sample (Saunders et al., 2017). Even though the study would wish to interview only teachers who are fond of using advanced technologies in their classes, even those who do not like advanced technologies or have little experience with the advanced technologies were picked. Thus, the random sampling for this matter is considered very effective since it has helped this study have responses for a broad spectrum with considerations to the statuses of the participants. Nine teachers were approached to participate in the study. However, only five agreed to participate. The teachers gave both written and verbal consents, and written consents were received through email. No consent form was designed for participation in the study. Since the response of any ELT teacher is beneficial for the report findings, random sampling is used. With the help of random sampling, it became easy to collect data and interpret them with the expected results of the research.
Reliability and Validity:
The reliability of data depends upon the source from which it has been collected. A particular data set can only be valid when the contents are not vague and are collected from trusted sources (Sekaran & Bougie, 2016). Considering this particular research, the literature findings have been sourced from authentic journals, books, and websites containing information about media technologies. All of the academic sources have valid DOI number releases and publication dates, which carry the authenticity of the sources. Again, the primary data that revealed teachers’ perspectives in using media technologies is highly reliable as the interview has been done with the teachers who are currently involved with this ELT process. The teachers who are using the media technologies helping students coming from abroad to speak fluently with the native English speaker can have an original understanding of what exactly occurs.
Since the sample size includes only five English teachers, it would be more adequate to combine their ideas about technology and learning concerning authoritative literature reviews. So far, the teachers’ responses are resonating with the previous studies done on the same area. Now coming to data validity, another factor that matters is the variance in responses. In the case of primary research findings, when there is much variation of answers to a single interview question, those findings are not recognized as valid ones (Bell et al., 2018). This is because due to the high variance of answers, it becomes difficult to reach an exact conclusion. However, in the present case, the aspect of media technology integration in English learning is equally appreciated by all respondent teachers. Modern media, like Facebook and text messaging, which offer dual-sided communication, have been supported by all of the interviewed teachers. Because of the minor variance and the validity of answers, it has become possible to present the unbiased and actual perception of using media technologies.
Accessibility issues:
The accessibility issues come during data collection required for research (Saunders et al., 2017). In research studies, accessing authentic data sources is an essential criterion for presenting unbiased, valid, and authentic information. There has been a bit of accessibility while choosing the electronic sources and the academic ones for developing research findings. As there are many data sources available over the internet, it becomes difficult to differentiate which ones are authentic and which ones contain biased or vague information. However, it has been managed to extract information about media technologies that have facilitated the English learning process. Coming to the primary research, the respondents are approached through emails. Now, the point that comes next to accessibility is the ethics of doing research. The accessibility criteria of research cannot be acceptable when it is not conducted following proper research ethics.
Ethical consideration:
When accessed or approached through emails, the teachers have been asked to participate in the process only if they are free. Therefore, the interview process has not disturbed the everyday activities of teachers. Keeping in mind the hectic schedule of teachers, they are not pressured to participate in the interview session. The respondents have also been given the liability to skip any answers they do not want to respond to. So, a completely unbiased way has been followed in collecting information regarding media technologies and how they are implemented in English language learning.
Learning how to speak English is equally essential to understanding the grammar basics. With reading books and following lectures, only grammar can be improved. As long as learners are not interacting practically with native English speakers, they cannot fully upgrade their skills. Due to the ethical way of performing the primary research (Ghauri et al., 2020) session, the teachers have explained all of these factors above in their responses. Therefore, interviewing without pressuring people to participate in it, is having the advantage that respondents can take part in it in their free mind. As a result, the facts, which are going on their mind, though unstructured, are revealed. More importantly, the participants were asked for permission to be interview, and their details and responses were regarded with a high level of confidentiality.
Research limitation:
Some limitation accompanies every research, and the present study is not an exception. Researches always have an opportunity to improve its contents by consulting with more sources. A similar limitation has been observed in the present research, which could have been better if a more significant number of sources are used to elaborate on the concept of media technologies and their influence on learning. The primary responses have been taken from a very few numbers of teachers working in ELT.
Summary:
The methods of the study have allowed the researcher to explore the research questions. The researcher has considered interpretivism philosophy, inductive approach, experimental design, and grounded theory to accomplish the study systematically. Primary research has been used to collect information regarding the applicability of media technologies in learning. The interview responses mostly remain unstructured, and hence descriptive analysis procedure is used to interpret the responses. The interview request has been sent to the teachers through emails, and they are asked to participate in the process in their flexible timings.
Chapter 4- Data analysis and findings:
Overview:
The section provides significant findings acquired from the research area. The concern of the research is the integration of media technology in ELT. The information for the same is collected from primary data analysis. This analysis is validated by reliable data for analysing the findings of the research. The findings of the research are aligned with research criteria which is mainly about integrating media technology. The research is discussed elaborately based on the significant research objectives e and the outcomes of the research. All the parts of the findings and data analysis will be summarised by the end.
Primary data analysis:
The interview has been conducted with 5 ELT teachers with quality experience in teaching ELT to students. The teachers’ response is based on nine interview questions that will provide a view of each teacher about the integration of media technology in ELT.
What is your opinion about the integration of media technology in ELT?
It has been found that the majority of the teacher strongly supports the use of media technology for ELT. One of them described the positive impact on students learning skills. The students are more active participants in the class after using media technology in the teaching process. Two of the other teachers find that the student can understand the pronunciation better after using media technology. This will help the students to understand the pronunciation in native patterns. It is also found that the integration of media technology makes the teacher work easier to get an active response from each student and have better communication while teaching.
What are the significant changes in the ELT teaching process in recent years?
It has been found that there are ten significant changes and innovations in ELT. The mobile learning and media technology use in the ELT class modules is the most common response among others. The learning of ELT for international students with high standard recording in mobile learning modules is most effective for helping students pronounce and understand each word’s meaning. The use of mobile teaching makes it convenient for the student to study at flexible works. One of them also added about embodied learning, and this learning engages students to mind through exploring, collaborating, and discussing regular class learning with the teachers.
What are the advantages of the use of media technology in ELT? Please elaborate
It has been found that the main advantage of media technology in ELT is enhancing engagement in the learning process. The teachers believe that the use of media technology will help in enhancing knowledge retention and active participation. It also helps learners understand the class module with individual learning due to the easy availability of the study materials. Another advantage of media technology is better collaboration through regular online activities. The sharing of ideas with other learners for making proper teamwork in group assessment is easier through media technology. The teachers are also gaining such an advantage by using media available resources that make the teaching process much understandable for the learners.
On the contrary, what is your view about the drawbacks of media technology?
It has been found that media technology lacks social interaction between the teacher and the learner compared to classroom learning. The traditional experience classroom learning is minimum in media technology. The second drawback of media technology is the structures of teaching through media technology. The learner only benefits through this teaching process if they are self-disciplined about making reasonable efforts to learn from the media sources. It is also found that the use of media technology in ELT makes the learners reluctant about implementing critical thinking.
Do you think that the integration of media technology will improve the ELT approach?
It has been found the use of media technology in ELT has improved the teaching approach of the teacher. The teacher is involved with all students and making regular communication about any issues in-class learning. The communication gap between the learner and the teacher has been solved through the use of media technology. The use of media technology allows students to speak more in the class and interact with more ideas through critical teaching and regular class activities. It is also found the limitation of media technology does not have much impact if the entire process is implemented effectively. This also helps the teacher to utilize more technological recourses that are more readily available to the student than just depending on printed books. It helps motivate the new learner to communicate with native pronunciation patterns, which gets improved with regular practices with quality recordings. This enhances the conducive environment in the classes by highlighting the critical use of available learning materials.
Will you be comfortable with using media technology will teach ELT?
It has been found that teachers are more or less comfortable with using the media technology of ELT. The teachers with minimum technological skills easily understand how it can be used for teaching learners. The teacher, however, needs proper training and guidelines in the initial stage for having a better understanding of media technology and how it can be used for ELT. The training will help them make a better collection of media resources and use that resource to enhance the learners’ learning skills. Formal training sessions or workshops will make them more comfortable and confident to present their teaching skill in front of learners through media technology.
Are digital classes provided regularly to the ELT students?
It is found from the responses of teachers that digital classes are provided regularly. Even each English teacher has claimed that not a single day of ELT classes is exempted from digital tools. Every time a student reaches the school, they are asked to enter the digital classrooms only. They have special arrangements like a high-definition sound system inside the class, projectors, arrangements for watching movies and playing games for students from foreign non-English speaking countries to study business in London.
Do you think that media tools have benefited students?
All of the five teachers have appreciated the fact that media technology is proved to be beneficial for students. They got rid of the boring length lectures, instead of learning English has become fun to them, with the help of media tools like video players, games and others.
Have you found students using media artifacts in the class?
The teachers have claimed that most students carry an iPad, pen drive, and sometimes laptops in the classes. These artifacts help them to record something important or to convey any doubts that they are facing. Using pen drives, they usually carry files where they face difficulty reading the English words or understanding any audio-visual clip.
Give some suggestions on the widespread application of media technology.
In response to this question, the teachers have responded that media tools are indeed a beneficial practice and are quite popular in the ESOL schools. But the fact that still bothers, to increase the scope of usage is the compatibility. Sufficient technical training is yet required for those teachers who are not much accustomed to using the technology.
Findings
The findings are based on primary research data. Most of the answers delivered by respondents are unstructured. In this section, a relationship between teachers’ responses, which is the primary data, and to what extent they can serve the research objectives have been explained.
The use of media technology has been highly supported and strongly recommended to continue further by ELT teachers. One point of preferring media technology is that the students get more interested in these technologies. It is found that when a student listens to the voice apart from reading text booking, then they can understand how each word should be spelled. So, a complete transition from basic level understanding to an advanced level understanding has occurred with the help of media-based learning. So, the findings from teachers’ responses have revealed the benefits of using media technologies in English learning. An idea about the implication and applicability of media technologies in teaching English has been obtained from the primary research. The research has made it clear that the ELT has become feasible with integrating media technology in the learning of English speaking and literature. Previously, when there was no media technology, there used to be a partial understanding of the concepts. From teachers’ responses, it is found that the students find interest in learning when they can communicate with a native English speaker through phone calls and video conferencing. Therefore, media technologies have leveraged the efficiency of learning.
The teachers, when asked about the significant changes brought by media technology in learning, the mobile modules came into prime concern. Easy learning has been enabled with mobile-friendly sites where students can get in touch with the lessons with a few clicks. As found from the primary research, the teachers find it easy to teach with technology, as the conversation occurs face to face, and they can take quick actions against a query raised by students. Considering the opinion of teachers, the students are now able to understand pronunciation more appropriately after the integration of media technology. Previously, they only used to have a firm grip on grammar and sentence construction. The aspect of speaking English ideally is often missed. The most crucial factor in learning English is practice. No matter how many books a person studies or how many electronic sources an individual has explored, without interacting with English speakers in actuality, it is impossible to pronounce the words correctly.
The teachers have also highlighted the aspect of embodied learning during the interview. They have responded that such kind of learning engages students by the mind. In a more straightforward sense, they find it self-interest to take part in the classes. Regular discussion forums, clearance of doubts with teachers, and continuing formal and informal interaction with native English speakers need to be carried out for the proper delivery of English classes. The embodied learning has encouraged the learners’ association and made them feel interested in the class. When questioned upon the advantages brought by online learning, the teachers have talked about the accessibility of online sources. The lectures or the video classes can easily be uploaded on the student dashboard, and they can watch it later. So, the feasibility that is being provided by media has smoothened the way of learning.
The students need to be conscious of study schedules and taking the tests accordingly. In the case of students who need regular monitoring and guidance from teachers is a bit challenging to use media technology. It is found from the responses of ELT teachers that media technology bridges the communication gap between teachers and students. In traditional English classes, a student may not feel comfortable raising a query or ask any doubt at that moment. So, the individual can still have their question solved by texting the tutor or writing up an email. So, in this way, media technology has gone to a deeper understanding of the requisites of the students and treat them accordingly.
However, the primary research responses have raised one more point that due to the advent of media technology, students’ critical thinking skills have become limited. As the sources are available ready-made before them, they are not required to solve them independently. The solutions are already available, which reduces the critical thinking and problem-solving efficiency of individuals. On the other hand, the findings from the interview have also revealed that the introduction of media technology has enabled communication to be held regularly. Whenever a student faces a problem with the lesson, the person can drop the doubt immediately on the tutor’s inbox or the doubts section of the online learning software. So, in this way, the waiting periods for solving queries and accelerate the learning process have been cut down with the help of media technology.
While the teachers have highlighted questions about the contribution of media technology in improving the ELT approach, the aspect of resources being readily available to the candidate, they have talked about the flexibility of teaching and elimination of the risk due to loss of study materials, as these already get saved in the student dashboard section. From the interview responses, it is found that the teachers are comfortable with the technological way of teaching students. However, teachers having limited technical skills do not appreciate the process wholeheartedly. Therefore, from this kind of varied response, it is inferred that technological compatibility is required to teach through these media tech platforms. It is found from the primary research that there lies a need for training to cope up the technical skills of teachers with the requirement. The teachers having null or limited technical knowledge have claimed that they will also be comfortable with media technology if proper training is given. The response directly relates to the research objective, asking how ELT can be integrated into the learning process. So from the primary findings, it is analysed that proper training is the most important criteria for making the learning system accustomed to the new technology inclusions for the complete integration of media technology.
It is found from the primary research that media technology is equally responsible for influencing both writing and reading skills. The high-quality audio-visual set-ups enable students to have a practical idea about how each word should be spelled and the sense behind each English term. The sense of stating a particular word or statement also holds the utmost significance in learning any language. In English learning, it is also essential to add the perfect senses to the words during the time of speech. It adds life and makes the speech interesting, which attracts the audience to what is being talked about. So, these are the outcomes of learning English perfectly and not by just reading literary language and have some basic grammar knowledge.
It is found from the response of teachers that the incorporation of media technology is needed to leverage both teaching and learning efficiency. Students of ELT, who are non-native English speakers, will present their ideas correctly and be comfortable communicating with the native speakers. The findings have made it clear that there is a high need to integrate media technology in ELT, which is to be pursued with proper training of teachers.
From the primary data, it has been found that digital classes take place regularly. Almost all the teachers have claimed that every day ELT classes take place. The teachers told the researcher that all the students are asked to go to the digital classes when they enter the school premises. The classrooms are designed with high-tech technologies, such as each classroom has high-definition sound systems inside the class. The classrooms also include projectors used for watching movies and playing games by the students who have come to London ESOL schools from countries where English is not the first language of the students.
The researcher has spoken to many respondents, and all of them work as teachers who agreed that media technology is helpful for students. The teachers told the researcher that lectures often get boring as they go on for more than an hour. However, with the media technologies, students are having a lot of fun as learning English has become attractive. While learning, they are using various media tools like video players, games, and projectors. While talking to the respondents, the researcher found out that many students carry their iPad, pen drive, and sometimes their laptops to the classes. The teachers believed that these media technologies are fundamental as it helps the students’ record lectures, or take notes. The teachers told the researcher that many times, lectures get boring because they go on for more than an hour. It is challenging to retain all the information taught in the class. At a time like this, these media technologies are beneficial as the students record the lectures through these technologies and convey any doubts they face. The students use pen drives to carry files where they face difficulty in understanding any particular English word. The students then show it to the teachers to clarify their doubts.
When the researcher asked the respondents about their views and suggestions on media technology, the teachers responded by saying that media tools have helped the students to a great extent. The use of media technologies has become prevalent in London ESOL schools. However, the teachers also told the researcher that there had not been sufficient training, and therefore, the teachers are not very comfortable with these media technology tools. The teachers believed that it is essential for the schools to provide training to the teachers regarding these technologies to use them correctly and help out the students in their need.
Discussion
An active relationship has been found between the primary findings and what is stated in the literature review. This particular section discusses to what extent the primary research findings relate to the literature. The response of teachers has been found highly aligned with the established literature. The advent of media technology is expected to ease the learning process and make the teachers more comfortable to deliver the learning. It is discussed that technical compatibility is highly anticipated for accepting the media mode of ELT.
The integration of media technology has been beneficial for non-native English speakers. Teachers now used different media technologies for teaching their students. From the primary data analysis, it has been found that teachers strongly favour involvement. Teachers believe that students are now more energetic in class and ultimately participate in learning. The procedure of teaching and learning is continuous and hence requires interaction from both ends. As students have become more interactive, the learning process has been more straightforward.
Another problem that non-native speakers incredibly face is pronunciation. Students have learned to grasp and comprehend the pronunciation in their native manner better by using media technology. Baker (2015) found it a problem, as it becomes difficult to teach the correct pronunciation as the non-native speakers are not much exposed to the native ones. The efforts of the teachers get reduced as communication becomes more accessible. The findings under analysis have suggested that both support the use of media technology in ELT. The students have become more agile as they have developed an interest in their respective courses. Teachers can now focus on the four basic skills of learning English.
The methods involved in ELT have changed drastically over the last decade. With the growth of electronics research and development, people now have more access to new technologies and gadgets. The use of mobile learning and other media technology has become more common than the rest. The difficulty of pronunciation and understanding has also been reduced. According to (Ambele & Boonsuk, 2020), a few traditional methods are still important and is widely used by different institutions. Also, following (Jefferson & Anderson, 2017) believe with traditional methods, the creativity and the capabilities of students do not get justice. The students are in a secondary position and are under certain limitations. One of the teachers also believed that the use of media technology would assist in embodied learning. Teachers believe that the excellent quality recordings from mobile have helped students in their learning process. Mobiles can also be carried anywhere as per convenience. Embodied learning involves the entire body for interaction and just not the mind. The primary technologies have been helpful to cope with modern ideas. The ELT processes have also mainly evolved with significant changes.
It was mentioned by (Gass & Mackey 2015) that media technology is the amalgamation of audio, visuals, and varying effects of animation. They further added that the activities of the class get improved with time. Every innovation and technology has a few disadvantages or drawbacks along with its uses. The socialization limits between the teacher and the student as compared to the physical classroom. Another drawback, as concluded by a teacher, is that the student must have good ethics and values. The student must adapt only to fair means during the process. If they are doing any assignments or are appearing for an evaluation test, they must not use any unfair means. If the following regulations are followed, then there are chances of overcoming the second barrier. The learners also tend to become disinclined to their course. As stated by (Branoff 2015), even in previous days, some technologies like TV, Tape recorders, CD, DVDs were used for the learning procedure. Media technology has undergone many advancements over the years, and through this, the foreign language has found a new way of growing. The primary findings have lightened the disadvantages, whereas the literature review has highlighted the advantages only. A teacher who is physically involved in taking a class has a bigger picture of the scenario.
There also arises a question for the teacher whether the involvement of media technology is helpful in the approach of ELT. It has been observed that media technology has helped in improving the teacher’s attitude and approaches. The teacher can sit for an open discussion with the students regarding their doubts during the class. This means that the existing communication gap between the teachers and the students will thus resolve with the use of media technology. In between the ongoing class activities, the students can interact more and share their thinking with their teacher and class. Considering the few limitations that exist due to this above said, the technology would also reduce significantly. The teachers can now make the most of their classes using technological aid.
The source of teaching does not remain confined to books only. The teachers use various sources in efficiently delivering the knowledge they want to. The students will now have a much clearer idea of the topics covered in the class. The learners thus become more interactive and enthusiastic in learning and trying to speak in the native pattern of English. The quality recording also enables the students to have better and improved skills. The available materials for a teacher are effectively used. The same view of the teacher lies with the literature laureates. Modern media technologies have assisted the students in learning the language at a much faster pace (Curdt-Christiansen & Weninger, 2015). The non-native English speakers have the chance to communicate with the native ones. It thus helps them to communicate in lesser time and also with better results. Media technology is beneficial as it combines ideas based on computers and also learner’s involvement individually. Also, (Macaro et al., 2018) added this technological development uses audio-visual techniques and makes studying much more suitable. The advantages that media technology holds are not a matter of denial. It has fantastic advantages and also supports globalization.
The teachers are also very flexible as well as comfortable in adapting to media technology for ELT. The methods involved are so easy that the teachers who have the minimum skill find it easy to work their way out. Traditional teaching techniques were standard earlier, but these new edge technologies are even more straightforward. The teachers still need to undergo a training session in the early phases to adapt to the processes. They also need to understand the connection between both. Post the proper completion of the training, and they will have better ideas and resources to continue further. The teachers will also become more comfortable and confident in these new processes. As also agreed by (Farisi, 2016) the proper use of media technology is possible when the teacher can incorporate only when they have a strong understanding of its use. The better the teacher handles the technology, the lesser chaos will be created. The students will then be able to enjoy a seamless experience throughout.
Based on the interview with the ELT teachers, it is observed that media technology would be beneficial in improving the learning skills of the students. Students would be eligible to know and write about new words or commands while making their projects or anything else. In addition, media technology will provide the opportunity to express new things or words in a shorter period. At the same time, video conferencing for the students would be another practical approach to influencing the approach of teaching them new things. That also links with the literature findings where it is observed that modern technologies like virtual reality sessions and online classes (Karkoulia, 2016). This is followed by the inclusion of native speakers of English, which guides the students on learning different things by taking various thoughts and dialogues of the speakers. From the interview observation, it is found that conferencing in various global groups also works for integrating modern technology for improving the learning skills of the students. That reflects the significance of literature findings, which indicates that multimedia technology provides the opportunity to provide an exciting and productive teaching facility for the learners or students (İlter, 2015). That refers to the practical part in influencing the students’ knowledge of various kinds of languages.
From the interview observation, it is observed that the integration of media technology would positively impact the future career of the students. Learners will get the opportunity to gain knowledge on different types of pronunciation used in the English word. In addition, the teachers have decided to make a record of various kinds of pronunciation, which guides them in breaking down the syllabus. That shows the positive impact of media technology in terms of providing adequate learning facilities for international students. In addition, technological implementation supports managing cultural and linguistic changes while teaching a different kind of language students. The particular trend of utilizing media technology is effective in including visual and audio effects within the English language (Gass & Mackey, 2015). That reflects the positive phase of utilizing practical training and learning facility for the students in the classroom. Whereas the secondary findings have a clear linkage with the interview observation, such as media technology make improvements in the activities included by the teachers. The teachers of ELT have also responded in the interview session that the audio-visual process in the learning process has supported in developing the students’ skills. In addition, students have developed the ability to use different types of pronunciation while speaking in English with different cultural students in the classroom.
As claimed by (Ambele & Boonsuk, 2020), English is a second language in most non-English-speaking countries. However, due to globalization English has become an essential language for everything. For communication, English is considered the preferred language in most colleges and schools of different countries. However, many people who come from non-English speaking countries face a lot of trouble during their school and college work as they are not very familiar with the language. Problems in grammar and sentence construction often take place. The foreign universities and schools understand the problems faced by the students who do not come from English-speaking countries and take extraordinary measures to help out these students as they do not want them to lag because of language barriers. Many of these institutions have started experimenting with media technologies to help out these students who are not well versed with the English language (Baker, 2015). Alpha business school has introduced many media technologies to help out the students coming from non-English speaking countries. The school has introduced television and tape recorders. Modern technology tools like projectors, TV, video games, laptops have helped the students to grasp the English language faster. As claimed by (Branoff, 2015)traditional language teaching methods are not interactive as it is the teacher or the lecturer who holds the centre position. It becomes more difficult for students who are not well versed in the English language to ask questions or engage in the class. From the primary data, it becomes clear that it becomes difficult for students from non-English speaking countries to engage in the class properly as they are scared because they are not very well-versed in English. The primary data supports the literature review greatly as a lot of respondents claimed that media technology tools are helpful for the students who are not well versed in the English language as with the help of laptops, mobile phones, the students can record the lecture and which in a way helps them to understand the study materials better. Projectors, video games, movies are also helpful as these technologies help out the students coming from non-English speaking countries with correct pronunciations. It also helps them pay attention in the class as visual aids always catch one’s attention better than regular lectures. From the primary data, the researcher could see that his data corresponds well with the literature he used for the research as he found out from the interviews that the media technology is helpful for the students as media technology tools like laptops, tv, recorder, projector, video games keep the learning interesting for the students, and they understand the concepts better while being in digital classes than regular classes where media technologies were not used. However, through his research, the researcher found out any much information that the researcher otherwise could not find in any scholarly articles because the teachers are facing a lot of problems with the introduction of these new media technology classes. Though the teachers believed that media technology tools have helped out the students a lot and can focus better in classes, the teachers find it challenging to use these technologies as they have not been given training regarding these technologies. The teachers believe that the schools must provide enough training to the teachers to use these media technologies well in class as these tolls are extremely helpful for students who come from non-English speaking countries.
Summary
The topic of discussion is the integration of media technology in ELT (English language Teaching). English is one of the most spoken and used languages in the present world. Considering most of the non-English speaking countries where English is not the primary language, the students find many difficulties. ELT is one such method using which non-native English speakers can overcome their difficulties. It has helped students across the globe to facilitate themselves before joining a university or job abroad. The traditional techniques that were used for teaching purposes also had certain disadvantages. The most common issue of all was the problem of pronunciation and a better understanding of topics. Modern media technology was thus included in the last decade. This helped in overcoming the barriers and ensured smooth learning. Even with modern technology, there arises a question regarding the fair means of practices by students. The disadvantages do not have much impact. The technological advancements in the coming time will also help to make processes easier. The teachers, however, need concerning training for teaching by this method. Media technology is thus beneficial in overcoming challenges and making the learning procedure much more accessible. It also incorporates well with the idea of globalization.
Chapter 5- Conclusion and Recommendations
Conclusion
Media technology plays an active part where technological factors are integrated and incorporated for education. This has ensured that cutting-edge technologies are used for teaching. This has led to a point where there is an infinite number of resources and is not confined to just books. On the other hand, English language Teaching has helped students from non-English speaking countries gain a good command of the language. The report consists of research results that analyse how media involvement has helped in the modern learning technique. The primary advantage of this technology is that non-native speakers can communicate with native speakers. Computer-Mediated Communication (CMC) is a technological part of media technology where communication by audio or video occurs. The research has tried to understand the concept related to ELT. It has further explored the traditional methods related to it. The traditional methods were earlier used for the process of learning. The new, modern technologies have exchanged it. The study has further evaluated the ways of doing integrating the current technologies with ELT.
It has made the entire process of learning very interactive for the students. The learners also remain interested in the topic for a longer duration. The memory retaining capacity increases with audio and visual techniques. Students have been able to overcome the barriers and difficulties that they faced during learning. Teachers can consider sessions to clear doubts. The overall activeness and the engagement of the learner have increased during the process. The process has dramatically influenced the teachers. The learning materials have expanded. The teachers can now use different sources. The negative impacts of technology are not much to be considered. This has led to a new evolution in the field of education. Students will not face difficulties as they will have the chance of brushing up their skills before heading to their universities or companies. This also has a scope of growth as technological advancement proceeds.
The primary research data is compiled about the views of certain teachers regarding the use of modern media technology. The teachers have also given positive feedback for the same. They have felt that this has incremented the interaction process. The entire learning process has been beneficial to the teachers as well. The chapter contains further discussions regarding the philosophy, designs, attitude, and strategies. The research outcomes have been further analysed. The research has been beneficial in describing various factors and situations. Teachers and learners are embracing this to increase inclusiveness. The teachers that are very new to the technology have to, however, go through the training. This training will further enable them to accomplish their job with confidence. It has been concluded that the learners now have better pronunciation skills. They have also been able to frame new words and sentences much faster.
Linking with objectives
To identify the present status of media technology application in the Alpha business school.
The media technology is being used quite predominantly in ESOL schools. Following the interview responses, it is found that most of the ESOL schools, including independent English learning centres in foreign countries, do conduct audio-visual classes. Almost every teacher interviewed has talked about how the implication of media tools in TEFL to the students has improved the way of learning. Most of the learning infrastructure has converted into digital classrooms, where classes are held through audio clips, displaying movie clips and enabling the students to play games. Therefore, the rising responses of almost all of the teachers in favour of applying media tools in English learning suggest that media technology is quite dominant in the English education of ESOL schools.
To identify the different media tools and technologies used by ELT teachers.
Audio-visual classes are the primary media tools that ELT teachers use. The classrooms are equipped with a high-definition sound system, enabling the students to listen to the English audio clips more conveniently. Though English textbooks are enough to teach international students basic English when they travel to an English-speaking country, the pronunciation only gets cleared when they listen and interact with the native speakers. Proceeding with that ideology, the media tools like audio-visual classrooms, the opportunity to interact with native speakers (though it is not a media tool), and playing English video games have been included in the media technologies required for the ELT course.
To evaluate whether international students do benefit from the usage of media technology in EFL training.
From the primary and literature findings, it is evident that the students highly prefer these technologies, as it eases receiving education. For example, the students can easily download the lecture videos, audio clips, and lecture notes from the dashboard at any time they want. It saves time and ensures flexible English learning for the professionals who continue this EFL course and their profession. Again, audio clips have benefited the students with the knowledge of how to pronounce the English words. The activity of playing games, watching short movies and video clips enables English learning in fun mode. Therefore, international students benefit much by joining this EFL course.
To analyse the benefit of the teachers in TEFL by using media techniques.
Considering the perspective of teachers, the learning infrastructure has also appeared as a flexible teaching medium. The teachers can record their lectures at any time and upload them on the dashboard. Apart from that, the use of media tools has made learning easy, as students can easily understand how to pronounce each word, and as a result, the teachers are not required to put much effort. However, questions have been raised regarding the compatibility of the teachers with using technology. While some teachers have spoken it as a feasible way of teaching, responses are also found where teachers face compatibility issues in operating with the media tools. So, training is required for the teachers who are not accustomed to the use of such technologies.
To identify the media artifacts used by students during their EFL course.
The use of media artifacts has increased rapidly in the London Business Schools. Students are carrying iPads, smartphones, and tablets to the classrooms. This helps them record lectures, notes essential points, or download specific audio clips required for their EFL course. While connecting the EFL lectures online, the media artifacts such as internet-enabled desktops and laptops are also used. Therefore, it is inferred from the literature and primary findings. The use of media artifacts has eased the way of EFL learning.
Recommendations
Based on the overall findings and discussion, it will be recommended to speed up the communication process by including charts, diagrams, symbols, etc., while providing a learning facility to the learners. The main focus of implementing media technology is to provide quality learning facilities to the youths. Based on this adequate objective, it will be recommended to create digital and media literacy youth conferences, which might effectively attract more margin of youth students towards the establishment. This facility will be required to be engaged in better problem-solving facilities to mitigate on-time queries of the learners.
Limitations of the research
This broad research comes with certain limitations. The views expressed here are only of few teachers. It could have been a survey to know the ideas and views of a large number of people. Only a few teachers were asked questions and the questions were also very limited. There could have been more variety with the questions. The older generations are not much familiar with the present technologies. So, the research should have consisted of views also according to ages. It also does not contain a student-based survey which would have helped in analysing their parts better.
Future scope
The media technology will advance more in the upcoming time. The technologies that are used now will not be used in the later period. The subsequent research must involve a survey where newer technologies are included, and the views of most teachers should be taken into account. According to age groups, the views must also be considered to have a clearer idea of the problems faced. The students must also be included in filling out survey forms. The technological advancements will also have excellent and remarkable effects in a different time. There can be survey forms that consist of a more significant number of questions. The views must be taken into account to realize a remarkable negative effect of the media technology in ELT.
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APPENDIX 1: INTERVIEW QUESTIONS
INTERVIEW QUESTIONS FOR A RESEARCH ON INTEGRATION OF MEDIA TECHNOLOGY IN ELT
You need to answer all the questions below. From question one to question 14.
What are the technologies you use in English Language Teaching?
How often do you use these technologies?
When did you start using the technologies?
How have the technologies impacted the efficiency of teaching in your class?
What are the reactions of the students towards the introduction of the technologies?
What do you think is the best technology to support teaching language?
What do you think is the role of technology in teaching?
Do you think technology has improved the teaching of English language in your schools?
What are some of the technology tools presents in your classroom?
Is the school willing to install more or replace the old technologies?
What are other ways in which you think technology helps you in class?
What are the advantages of using the current technology in your class?
What are the disadvantages of using the current technology in your class?
Is there any technology missing in your class?
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